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Statistically significant but poor correlation was found between the electroencephalogram (EEG) measurements and clinical assessment; correlation coefficients for RE and SE were -0.372 and -0.360, respectively.
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There was a strong correlation between vulnerability on the EDI and needing further assessment (correlation coefficient = 0.379, p < 0.001).
There was a statistically significant relationship among the marks obtained in the formative tests and pre-final assessment (correlation coefficient = 0.75; p < 0.001) and final examination (correlation coefficient = 0.66; p < 0.001), suggesting that students who did well in the formative assessments were able to perform well in the assessments at the end of the course.
The proposed method relies on assessment of correlation coefficients as well as their linear and nonlinear combinations and provides 100% verification sensitivity combined with 18.1% erroneous verification rate in the PTB database, a widely used test set in literature, with a relatively short temporal interval of ECG acquisition and a limited number of healthy subjects (N = 14).
Fair agreement was found between derived estimates and in-person literacy assessments (Pearson Correlation coefficients: 0.38 0.51; κ scores: 0.38 0.40).
Each rater achieved good interrater reliability for maternal sensitivity on a subset of 30 assessments (intraclass correlation coefficients.85 .91).85 .91
There was a good correlation between UTE MRI and independent bronchoscopic airway diameter assessment (Pearson correlation coefficient = 0.92).
For BIS and clinical assessment the correlation coefficient was -0.426.
The ICU-based blood gas/glucose analyser ABL715 provided a good estimate of conventional laboratory glucose assessment: the correlation coefficient was 0.95.
On the basis of a second carotid ultrasonography performed in 20 RA patients and 20 healthy controls within one week after the first assessment, the correlation coefficient for carotid IMT was 0.98.
For the analysis of the relationship between the self-reported ratings of familiarity with assessment-program vocabulary items and the rating of the frequency of constructing an assessment program, the correlation coefficients ranged from 0.35 to 0.41.
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